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Reaching Your Full Potential

Staff Handbook This book belongs to ……………………………………………… Date …………………......

Last updated (January 2018)

Miller Technology High School

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Miller Technology High School Staff Handbook

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MILLER TECHNOLOGY HIGH SCHOOL STAFF HANDBOOK INDEX

A About the school 4

Attendance 9

Assemblies 11

B Bell times 7 C Café 11

Calendar 2017 – school term holidays 8

Classroom expectations 27

(School) Code of conduct 24

Casual teacher feedback form 47

D Dress code for employees 16

E Early leave 10

Emails (all staff) 14 - 15

Emergency Management plan 36 - 37

Emergency Evacuation Procedures 38 - 43

- Teacher on class - Teachers off class

- Head teachers - Switchboard

- General assistant - Oval procedure

- Principal and deputy principal

- School administration & support staff

Excursion procedure 18

Evacuation route map 46

F First aid officers 34

I Intensive English Centre (IEC) 50 - 60

- All about IEC

Induction Program 66 – 67

- For new staff/casuals

L Lateness 32 Level systems (behaviour) 32 - 35

Lockdown whole school procedures 38 - 40

- Announcement - Outside

- Playground - Classroom 1

Miller Technology High School Staff Handbook

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Lockdown - student reconciliation form 41 M Meetings (staff/IEC) 10

Merit award system 26

Morning tea (Staff) 10

Mobile phone & social media policy 28 - 31

P Photocopy 12

Playground duty map / role 22 - 23

Playground supervision 21

Policies – refer to online staff handbook

R ROSE assembly 26

Roll Call classes 13

S Safety Booklet 43 - 44

SASS Staff 5

School calendar 10

Sentral Basics 12

Signing-on 10

Sporting house allocations 20

Staff list 6

Staff leave procedure 17

Student strengths 25

T Thank you box 10

Transition from IEC to high school 61 – 63

- Enrolment checklist 64 - 65

TPL Procedure 16

Truancy 32 W

WH&S 34

Working alone procedure 48 - 49

Y Year advisors 19

Year meeting organisation 19


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ABOUT THE SCHOOL

Miller Technology High School is a co-educational high school, situated in the south-west of Sydney in

a diverse and culturally rich community. The school population is about 660 including 85% English as

an Additional Language or Dialect (EALD) students and 7% Aboriginal students. The school has a low

socio-economic status with a strong focus on quality teaching, literacy, numeracy, engagement and

connected learning.

An Intensive English Centre (IEC) on site provides English instruction and cultural orientation for new

arrivals and refugees, who represent a growing proportion of the local community. A Support Unit has

been established in 2015. The unit comprises of classes for students with mild/moderate intellectual

disabilities and classes for students with autism.

Miller Technology High School prides itself on being a ‘community school’ with ‘quality relationships’

between all underpinned by an inclusive, flexible curriculum. The school has built a strong learning

platform based on our core values of respect and responsibility.

Key school priorities include literacy and numeracy as well as a clear focus on vocational education

opportunities. These key programs are supported by significant equity funding and innovative, high

quality teaching. A relentless focus on enhancing educational outcomes for all students has resulted in

impressive value-added growth in these key learning areas. The school has built a strong learning

platform based on our core values of respect, responsibility and harmony. Authentic productive

partnerships have been developed with community organisations and businesses. Technology is a

strength across the school and in specialist programs like automotive engineering. Microsoft Australia

is our partner in learning and in 2010 the school was selected as a pilot school in the national Innovative

Schools program.

Our students excel academically; in the creative and performing arts; on the sporting fields; in leadership

programs; in our technology and engineering workshops; in gifted and talented programs; in problem

and project based learning; in eLearning and; socially, as they hone their communication skills in a

harmonious learning environment.

We are actively listening to student voice and working with our students to build a modern eLearning

environment that personalises learning for each student.

Our purpose is to continue to enhance the school’s reputation as a dynamic learning community. We are

dedicated to quality and the continuous improvement of all aspects of our school life. Students, staff and

community are encouraged to participate in the decision making, planning and evaluation.

CODE: 8394

ADDRESS: 60 Cabramatta Avenue, Miller 2168 NSW

PHONE: 9607 8669 9607 7765

FAX: 9607 9460 MOBILE: 0407 061 547

EMAIL: [email protected]

WEBSITE: http://www.miller-h.schools.nsw.edu.au/

FACEBOOK: www.facebook.com/pages/Miller-Technology-High-School

REGION: Ultimo

DIRECTOR, PUBLIC SCHOOLS

NSW, LIVERPOOL NETWORK:

Nick Magriplis

Ringrose Education Office, Ringrose

Ave, Greystanes, 2145.

(02) 8848 4900 (w); 0439 755 792 (m)

[email protected]

http://www.facebook.com/pages/Miller-Technology-High-School


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School Administrative And Support Staff (SASS)

IEC – Intensive English Centre

SAO – School Administration Officer

SLSO – School Learning Support Officer

Other non-teaching staff

• Jackie Pitchard

• Meredith Halgren

• Marianne Curtis

• Jacqueline Ibrahim

Counsellor

• Shavneel Kumar

Technology Support

• Nathan Randall

Community Youth Worker

• Tony Whitlock

General Assistant

• Michael Cornford

Head Cleaner


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STAFF LIST NOTE: Internal phone numbers are in bracket


Staff Handbook

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SUMMER BELL TIMES (Terms 1 and 4)

Lesson Monday Tuesday Wednesday Thursday Friday

Warning Bell 8:55 8:55 8:55 8:55 8:55

Assembly 9:00-9:20

Period 1 9:20-10:10 9:00-9:45 9:00-9:50 9:00-9:50 9:00-9:50

Period 2 10:10-11:00 9:45-10:30 9:50-10:40 9:50-10:40 9:50-10:40

Break 1 11:00-11:30 10:30-10:50 10:40-11:10 10:40-11:10 10:40-11:10

Period 3 11:30-12:20 10:50-11:35 11:10-12:00 11:10-11:55 11:10-12:00

Period 4 12:20-1:10 11:35-12:20 12:00-12:50 11:55-12:40 12:00-12:50

Year Meetings 12:40-12:50

Break 2 1:10-1:40 12:20-12:50 12:50-1:20 12:50-1:20 12:50-1:20

Period 5 1:40-2:30 12:50-1:35 1:20-2:10 1:20-2:10 1:20-2:10

Period 6 Meetings 1:35-2:25 2:10-3:00 2:10-3:00 2:10-3:00

WINTER BELL TIMES (Terms 2 and 3)

Lesson Monday Tuesday Wednesday Thursday Friday

Warning Bell 8:55 8:55 8:55 8:55 8:55

Period 1 9:00-9:50 9:00-9:45 9:00-9:50 9:00-9:50 9:00-9:50

Period 2 9:50-10:40 9:45-10:30 9:50-10:40 9:50-10:40 9:50-10:40

Assembly 10:40-11:00

Break 1 11:00-11:30 10:30-10:50 10:40-11:10 10:40-11:10 10:40-11:10

Period 3 11:30-12:20 10:50-11:35 11:10-12:00 11:10-11:55 11:10-12:00

Period 4 12:20-1:10 11:35-12:20 12:00-12:50 11:55-12:40 12:00-12:50

Year Meetings 12:40-12:50

Break 2 1:10-1:40 12:20-12:50 12:50-1:20 12:50-1:20 12:50-1:20

Period 5 1:40-2:30 12:50-1:35 1:20-2:10 1:20-2:10 1:20-2:10

Period 6 Meetings 1:35-2:25 2:10-3:00 2:10-3:00 2:10-3:00


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Attendance

General

It is the duty of all staff to sign on upon arrival to school. This is a professional responsibility and

allows a final check in the case of unexplained absence or accidents.

Sick

If you will be away and this absence is unexpected (as, for example if you are sick) or if you know that

you are going to be late, TEXT or call the school mobile on 0407 061 547 before 6:15 am. This will

give the Head Teacher Administration time to attempt to cover classes. If your notification of absence

is received after this time, it is probable your classes will not be covered. In this case, covering of classes

becomes the responsibility of the faculty head teacher. Also, contact faculty Head Teacher to leave

lessons for your classes.

Leaving School Grounds

Staff must also advise the DEPUTY PRINCIPALS or the HEAD TEACHER and sign out at the front

desk if they are going to leave the school grounds for short periods for any reason during the day. If not

returning to school, contact the Head Teacher Administration to inform about your leave. If

returning to school, inform the Front Office of your return.

Staff Attendance – Early Leave

Teachers are expected to be on duty from 8:30am each day until 3:00pm except on Monday afternoons

when meetings may need to proceed until 4:00pm. Prior notification will be given when this meeting

needs to extend beyond 4:00pm. If staff arrive late or intend to leave early outside of the times mentioned

above, they should inform the Principal or Deputy Principals and Head Teacher Administration.

CASUAL Staff Attendance

All casual staff are expected to be at school from 8:30am till 3:00pm. On Monday and Tuesday casual

staff can leave school at 2:30pm. In the case where a casual teacher is not on class period 6, he/she is

still required to remain at school till the end of the day. See the Head Teacher Administration if you

want to seek early leave.

Staff Leave

Each staff member has individual leave entitlement and it is the responsibility of the individual to be

aware of and to utilise this entitlement where appropriate.

Staff must lodge their leave application in a timely manner. For permanent and temporary staff, the leave

form should be lodged on the first day of their return to work. Medical certificates need to be given to

the Principal. Refer to staff leave procedure page 17.


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Meetings

• Faculty meeting - held every second Monday starting at 2:30pm.

• IEC faculty meeting – weekly on Wednesday

• Transition team meeting – once a term (IEC)

• Executive Meeting – Tuesday starting at 2:40 (Professional Learning Centre)

• General Staff meeting - held every second Monday from 2:30 (MPC/SOLE room)

• Wellbeing Team, Beginning Teachers, Committees – negotiated – see School Rosters on

SENTRAL Alternate weeks for senior and junior year advisors meeting.

Signing-on Area

All permanent and temporary staff are required to sign on in the blue book located in the school

office near the pigeonholes.

All casual staff are required to sign on in the red book located in the school office near the

pigeonholes.

School Calendar

Diary Book kept in the Teacher Administration’s (M. Abu Swireh) office – ALL school events must

be entered prior to the planning of a calendar entry. To have your event/excursion/TPL entered into

the school calendar, teachers are required to fill in the Calendar Proforma and email to the head

teacher administration. Refer to page 17 - 18 for TPL and excursion procedures.

Staff Morning Tea

Held at recess every Friday in the Staff Common Room. This allows the staff an opportunity to get

together informally over a cup of tea and other refreshments. A small amount of time is set aside for

social announcements. Staff are required to pay $2 on entry.

Staff thank you

Staff can feel appreciated by being thanked from another staff member. The staff thank you box is

located near the pigeonholes. Staff fill in a thank you card by using the template. With so many

cards, only two are drawn and given a prize during Friday morning tea. The remaining cards are read

out and pinned to the notice board in the staff common room.


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School Café

located in A block. Staff and students can purchase coffee ($2) or hot chocolate ($1) from 8:15

every morning.

ASSEMBLIES

School assemblies (including IEC students) are held on the quadrangle each Monday morning (terms 1

and 4) and before recess (terms 2 and 3).

Rolls will be marked before the assembly. Classes line up in roll classes. It is expected that all teachers

except for the SAM and SAO and all students attend all assemblies.

Teachers with a roll call class will be on the assembly supervising their roll class. If a roll class is without

its teacher, the head teacher administration will give another staff member a roll class.

After marking the roll, staff are required to complete a blue form indicating the number of students

absent and present, and folders are to be returned to the front office.

During winter time, period 1 is roll call. Teachers with period 1 class mark the roll on SENTRAL. This

must be done within the first 10 minutes of period 1. If a teacher does not have access to SENTRAL

or is unable to log in, then they are required to fill out a blue form and return it to the front office.

Make sure you have counted the number of students present and check that it matches with the marked

roll on SENTRAL before it is submitted on the blue form.

For other assembly events, students must sit in their roll call lines.

IEC also have a separate assembly every Wednesday morning. The venue is usually the School Hall or Canteen area. These are organised alternately between the HT and 2IC.


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Photocopy

Staff can use the photocopy machines in their faculty. The photcopy machines in the staff common

room in A block can be used only be the HT and SASS saff if you require to print in colour. You can

fill in a printing request white form for a class set prints. Only school based photocopying is allowed.

Database – SENTRAL

A welfare / discipline system called SENTRAL is used to record details of incidents, welfare issues,

contacts, assessment marks, attendance and much more. It is a student record system. Sentral should

not be used as a consequence or threat.

Casual staff are encouraged to use this system to record major classroom, playground or sport

incidents.

In the mainstream, students arriving late to school must report to the front office for a late pass.

In the IEC, George Touma is the attendance coordinator. All medical certificates are to be handed in to

him. If a student is more than 5 minutes late to class, they must first report to the IEC office before attending

class with a green pass.


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ROLL CALL CLASSES FOR 2018


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STAFF EMAILS


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STAFF LEAVE PROCEDURE

Teacher Professional Learning (TPL) PROCEDURE


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EXCURSION PROCEDURE


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Year meeting organisation 2018


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Teacher Sporting House Allocations

Daintree Franklin Braiden Gilbert

Jeff Lovett Tanya Porter Anita Prasad

Tony Podolsak Bessy Persenitis Manelle Baltagi

Gurgit Kaur Uschi Wong

Maria Munzone Zabeen Shah James Schnee

A. Krishna David Wood Tony Ibrahim Anjel Narayan

Roger Thompson Jade Boath

Rachael Northcott

Damian Bourke John Brunton

Tim Owen Warren Monaghan

Suzanna Romic David Li

Ruth O’Brien Hana Saleh Kathy-Yi Tu

Robert Tram Clinton Manshanden

Jeff Goodwin Maria Ayrton Cassy Bertucci

Sue Celkys Ludian Steetsel

Brook Alessi Amanda Azzi

Kakadu Uluru Adam McCoy Romana Kolar Clara Ferreira

Tom Mai Emily Hughes

Mariane Benitez Charmaine Fisher

Dragana Stojanovic Soniya Datt Pru Patana

Alexander Stojkovski Emilija Mrkela

Sally Atkins Chinta Kumar

Grahame Morris Quyen Nand Jason Lane

Bushra Talfah Claudia Rousseau

Gurji Kaur

Belinda Saccaro Stephen Shea

Jonathan Gutierrez Shalini Nadan

Dubravka Petrovic Andrew Basso

Rebecca Mcallen Helena Vukic

Duane Critcher Ron Hart

Anjani Singh Majd Abu Swireh

Irin Daniel Megan Golightly Jasbinder Kullar

Julie Attiwill Jodie Keyes

Ingrid Bifulco Ben Hodgson


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PLAYGROUND SUPERVISION

The proper performance of this duty cannot be over emphasised.

1. BE PROMPT - many potential problems can be avoided by early detection of trouble signs.

2. BE ACTIVE - move about and ensure that students are properly supervised.

3. BE ALERT - students will recognise this and will not try as many things. Ensure that the students

remain in the in-bounds areas and do not interfere with property either of the school or of individuals at

the school. Rough play should be prevented. Learn to recognise the symptoms of trouble and try calming

down tactics with participants.

4. HANDLE PROBLEMS YOURSELF AS MUCH AS POSSIBLE - teachers are entitled to ask any

student to pick up litter. Any student who refuses such duty on health grounds is to be taken to the DP’s

Office where a bucket, gloves and metal tongs will be provided. Teachers should ensure that their area

is as clean as possible before they leave. Check the toilets. Do not allow any organised games unless

there is a teacher in charge.

5. ANY MAJOR PROBLEMS ARE TO BE REFERRED TO THE HEAD TEACHER IN

CHARGE OF PLAYGROUND DUTY

NOTE: Teachers are advised that where their name appears on a roster, it is their responsibility to be in

attendance. Should this not be possible, it is their responsibility to inform the Deputy Principal or Head

Teacher Administration so that alternative arrangements can be made.

Refer to the map and outline of the duties on the next two pages.


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Playground Duty Supervision


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Miller Technology High School Code of Conduct

RESPECT everyone’s right to learn

RESPECT teachers’ right to teach

RESPECT yourself as a member of the

school community

RESPECT the differences and abilities

of others

RESPECT people, property and

possessions

These rules were designed by the students at this

school. They are proudly displayed in all classrooms.

It is expected that all students will support and

follow the rules designed by their peers.


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Practices Designed to Recognise Student Achievement

Student achievement is recognized and reinforced by:

➢ The school Merit System

➢ Achievement ceremonies to recognize achievement and present awards. These ceremonies

include:

✓ Recognition of Student Excellence (ROSE) Assemblies held once per term.

✓ Graduation ceremonies.

✓ Presentation night.

✓ Year assemblies and whole school assemblies.

✓ Promoting student achievement in the school’s newsletter and the local press.

➢ Providing regular reporting to parents regarding student achievement and behaviour.

➢ Rewarding groups and whole years with appropriate activities including year excursions.

➢ Involvement in sporting and academic tournaments and competitions.

Student Strengths

Miller Technology High School aims to instil in its students six key strengths that are important for

their success at school and in their later life as employees and active citizens. The six key strengths

are:

These strengths are displayed in all classrooms and regularly referred to during Year Meetings, ROSE

Assemblies and whole school assemblies. The class merit awards list these six strengths and teachers

are encouraged to issue awards to students who exhibit these strengths in the classroom.

Respect Having regard for yourself and others

Knowledge Striving to learn all we can

Participation Striving for excellence, achieving our personal best

Resilience The ability to bounce back from challenges and have good self

esteem

Responsibility Being accountable for your actions

Harmony Getting along, being tolerant of others


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Merit Award System

Our school Merit Award System is one of the ways in which we can celebrate student achievements.

Below is a diagram that outlines the value of the awards offered at Miller Technology High School.


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MOBILE PHONE POLICY

1. Purpose

1.1 Miller Technology High School believes that students, parents, teachers and administrative

staff should have the right to benefit from the opportunities that exist from being a member of

our school community. We understand that the students should benefit from the learning

opportunities provided to them in what is a safe and respectful learning environment. Digital

technology and social media play a role in the creation of productive learning environments.

The purpose of this policy is to set standards of behaviour for the use of mobile phones and

social media that are consistent with the values and expectations of the MTHS community.

This policy applies to our school community, MTHS staff, students and parents.

2. Aim

2.1 To create a climate in every classroom which will enable each student to recognise their

potential through quality teaching and learning.

2.2 To educate students to be critical and analytical users of technology and responsible digital

citizens who access social media for positive reasons.

2.3 To educate students about the hazards of misuse of social media and technology and the long

term effects it may have on their lives.

2.4 To ensure that technology is regarded as a learning tool to promote achievement and or

effective, positive communication with the local community.

3. Social Media: Rights and Responsibilities

3.1 Definition: ‘Social Media’ refers to all social networking sites including; Facebook, Twitter,

Blogs, Youtube, Tumblr, Instagram, Snapchat and other such sites

3.2 The school community is expected to respect the rights and confidentiality of others and give

due respect to the reputation and good name of the school.

3.3 When using social media, members of the school community are expected to ensure that they

DO NOT:

• Impersonate or falsely represent another person

• Bully, intimidate, abuse, harass or threaten others

• Make defamatory comments

• Be a member of and ‘hate’ or ‘gossip’ pages relating to the school or any member of

the school community


Mobile Phone and Social Media

Acceptable Use Policy


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• Use obscene or offensive language towards others

• Post content that is hateful, threatening, pornographic or incites violence against

others

• Harm the reputation and good standing of MTHS or those within its community

• Use excessive criticism to portray a person as socially, mentally, physically or

intellectually inferior as a prohibited behaviour.

4. Mobile Phones and Other Devices: Rights and Responsibilities

4.1 The procedures in this policy applying to the use of mobile phones apply equally to the use of

tablets, laptops, portable computer games, iPods and similar devices.

4.2 All students bringing a phone to school have a responsibility to follow this policy. All staff

have a responsibility to follow this policy consistently in all areas.

4.3 Parents should know if their child has a phone at school. Current mobile technology can be

quite expensive and requires a great deal of responsibility. It is encouraged that the

whereabouts and use of these devices is monitored.

4.4 Students and parents should be aware that mobile phones are brought to school at the students

own risk. The owner of the phone has full responsibility for the safety and security of their

personal possessions while on school premises, at school related events, or travelling to or from

school. The school WILL NOT ACCEPT any responsibility for loss or damage to a student’s

phone. The school may assist with the recovery of the device or may involve the local police

and parents.

4.5 The owner of the phone is responsible if someone accesses the content in their phone or

behaves in an inappropriate manner on the phone without permission. Passcodes should be

used on all mobile devices to ensure that there is no unauthorised use.

5. Playground Usage

5.1 Appropriate use of a phone in the playground includes:

a. Checking the time, date, diary or calendar.

b. Listening to music using headphones. Using external speakers is not permitted.

c. Sending messages to people inside or outside the school using SMS or a social media service (eg

Facebook).

d. Viewing appropriate internet sites.

e. Using appropriate apps including games and photo galleries.

f. Not using the phone while being spoken to by a member of staff.

5.2 Students are not to accept or make phone calls in the playground. Any phone calls that need to be made

are to occur under the direct supervision of a teacher or office staff. 5.3 Photographs or video are not to be taken in the school playground or at a school. 5.4 Students have a responsibility to let teachers know if phones are being used for the purpose of bullying

or accessing inappropriate material. 5.5 A staff member has the right to check or confiscate the phone if content being accessed is believed to

be inappropriate or harmful to the safety and wellbeing of others. This is to be done in the direct

presence of the student.


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5.6 If a student is unwell they should contact the office before contacting parents. A student cannot leave

the school grounds until office staff or executive seek permission from a parent/guardian.

5.7 Inappropriate phone use in the playground includes:

a. Bullying or harassing of anyone inside or outside of the school

b. Taking photos or video in the playground

c. Contacting outsiders (parents or others) to involve them in any issues occurring in the school

d. The filming of fights or other criminal activity

e. Accessing, distributing or showing inappropriate or illegal material

f. Listening to music through an external speaker

g. Use that is in breach of any law.

6. Classroom Usage

6.1 In this policy a classroom is defined as ‘any place where directed learning or educational

activity is occurring’. This includes general classrooms, specialist classrooms, the school

library, sport and PE classes, sporting venues away from school, industry visits,

swimming/sports carnivals, camp activities and excursions.

6.2 Students have a responsibility to be committed to their own learning, to not interfere with the

learning of others, and to support a safe learning environment where all can achieve. Phones

are not to be the cause of distraction in a classroom environment.

6.3 Students are able to use a mobile device in class only with the direct permission of the staff

member responsible for that lesson. No pressure is to be placed on staff to agree. Examples of

appropriate use of a phone with teacher permission include:

• Using educational apps including calculators, stopwatch, thesaurus etc

• Listening to music using headphones only during individual work

• Taking or viewing photos or video within the context of the learning

6.4 Students are to understand that different teachers may allow differing use of a phone in a

classroom. This may be due to classroom structure or safety concerns. Students are to abide by

teacher directions relating to the use of phones in the classroom.

6.5 Staff are to ensure that technology is only being used in classes as a programmed part of a

carefully developed program of study which caters for the needs of students.

6.6 Students are not to accept or make phone calls or messages during class. If an emergency

exists, parents should talk to the Deputy or Principal to make arrangements.

6.7 Staff undertake not to use devices while they have direct supervision requirements for students,

unless as part of the classroom regime, or prearranged with the executive.

7. Breach of this policy

7.1 A breach of this policy may also involve a breach of other MTHS policies such as:


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• Student Code of Conduct

• MTHS Laptop Charter

• Anti-Bullying Policy

7.2 Any breach of this policy will be considered by the Principal or Delegate on a case by case

basis.

7.3 All reports of cyber bullying and other technology misuses will be investigated fully and may

result in a notification to Police where the School is legally obliged to do so. Sanctions may

include, but are not limited to, the loss of computer privileges, detention, suspension, or

expulsion from the School. Students must be aware that in certain circumstances where a

crime has been committed, they may be subjected to a criminal investigation by Police over

which the School will have no control.

7.4 Action for inappropriate use of mobile phones. The following process is to be put into place for

students who fail to follow the abovementioned guidelines for appropriate mobile phone usage:

All teachers should begin their lessons with a reminder about the mobile phone protocols.

Students should be instructed to have their phones away UNLESS they are going to be used for

educational purposes.

I. First Misuse – Phone is to be given to the teacher until the end of the lesson

II. Second Misuse and/or failure to comply with above procedures – phone is

confiscated and placed in the front office until a parent is able to collect it.

Teachers must ensure that all incidents relating to mobile phones are recorded on Sentral.

7.5 If there is a pattern of continued misuse by a particular student, the Principal or delegate has the

right to take action. Depending on the circumstance action may include:

a. Confiscating phones from individual students indefinitely

b. Making arrangements with parents for phones to be left at home

c. Making arrangements which require the student ‘check in’ their mobile phone in the

morning before school and collect it at the end of the school day

d. Applying student disciplinary provisions

e. Reporting the matter to police

7.6 Phones will be immediately confiscated if they are used illegally, or if the breach is of a serious

nature.

7.7 Repeated refusals will be considered as continued disobedience and a suspension may result

under the Student Discipline and Welfare policy issued by the DoE and school processes.


Staff Handbook

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Behaviour Level System

The level system incorporates aspects of Glasser, Bill Rogers and Solution-Focused Behaviour

Management models. It aims to encourage positive changes in student behaviour and the development

of six key strengths in students: respect, knowledge, participation, resilience, responsibility and

harmony.

It is important to note that placement of students on Level 2 should only be used after other strategies

have been tried. Level 2 should not be used as a first or second response, nor should it be used as a

threat. Students must be warned twice before being placed on Level 2. Appropriate strategies to use

prior to Level 2 include:

➢ Rewarding appropriate behaviour using merit awards that recognise student strengths.

➢ Assessing the cause of disruptive behaviour, e.g. learning issues, family issues.

➢ A direct question to the disruptive student – “What are you doing?”

➢ Using the student’s name with an assertive direction – “Sarah, you are not working, stop

talking now and do your work!”

➢ Focusing on the primary behaviour causing problems and allowing compliance time for

instructions.

➢ Separating talkative or disengaged students, moving the student.

➢ Moving into the area of the disruptive student or students. Teaching from there.

➢ Sitting with the student to give closer direction and instruction.

➢ Warnings of consequences which are reasonable and related (avoid consequences you can’t

deliver and don’t punish whole classes). Tidying up a room can be an effective, quick

consequence.

➢ Quietly talking to the student (in a place without an audience), about their lack of participation.

This might be outside the room (quickly) or at another time.

➢

LEVEL REASON WHAT WILL HAPPEN

Level 1 • All students begin here • Follow school code of conduct based on

respect

• Enjoy all the rights and privileges the

school can offer

Level 2

Yellow

Classroom

Teacher

Level

• Consistent failure to

follow the school code of

conduct in the classroom

• Teacher determines behaviour is

unacceptable and conducts a level

interview outside of class time.

• During this interview the student’s

behaviour is discussed and a behaviour

change plan is developed based on solution

focused questions.

• Contract is signed by teacher and student.

• The teacher is responsible for recording

the student’s Level 2 status on Sentral.

• Student’s behaviour should be monitored

for 3 to 5 lessons.

• TIME must be allowed for Level 2 to

work.


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Page 33

• Escalation to Level 3 should not be

automatic unless there is an extreme

circumstance.

• Head Teacher makes the decision to place

a student on Level 3

Level 3

GREEN

Head

Teacher

Level

• Consistent failure to

follow the school code of

conduct in the classroom.

• Head Teacher feels there

has been a serious

enough incident to

warrant escalation to

Level 3.

• When the student is timetabled for the

particular subject, they are sent to the Head

Teacher’s class for up to three consecutive

lessons. The number of periods is up to the

discretion of the Head Teacher. The

classroom teacher must provide work.

• Student is placed on a whole school Level

3 Behaviour Change Card monitored by

the initiating Head Teacher.

• Card includes solution focused reflection

questions

i) What changes will you make

ii) What will this look like in the

classroom?

• The student retains the card and presents it

to their teachers each lesson for the

duration of their time on Level 3.

• The student must complete 5 successful

school days to return to Level 1.

• If the student loses their Level 3 card, then

the monitoring period begins again.

• Head teacher contacts parents to inform

them of the behaviour change

commitment.

• Level 3 recorded on Sentral.

• Head Teacher is also responsible for

removing the Level 3 status at the end of

the monitoring period.

• Student presents their Level 3 card to the

Head Teacher every morning before the

8:55 warning bell. Head Teacher to check

that the card has been signed by teachers

and guardian.

• Comments on a level card don’t replace

the requirement to record unsatisfactory

behaviour on Sentral.

• If unsatisfactory behaviour extends to

another faculty, Head Teachers will confer

on whether the matter should be referred to

the Deputy Principal.


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Page 34

Level 4

BLUE

Deputy

Principal

Level

• Did not solve problems

on Level 3 and then

referred by Head Teacher

to DP

• Serious behaviour

misdemeanour:

▪ verbal/physical

abuse of persons,

▪ damage to school

property,

▪ continued truancy,

lateness or out of

uniform

▪ Returning from

suspension

• Placed on a Level 4 behaviour change card

to be completed in all subjects for five

consecutive days. Card is monitored by the

Deputy Principal following student/Deputy

Principal dialogue that includes solution

focused reflections.

• Level 4 recorded on Sentral.

• Letter of caution/Level 4 notification and

warning of possible suspension letter sent

to parents. Deputy Principal also phones

parents.

• While on Level 4, the student is not

allowed to represent the school, attend

excursions or sporting knockouts. Total

withdrawal of privileges.

• Only exception for excursions is for

mandatory site studies and other

mandatory curriculum requirements.

Level 5

Deputy

Principal

Interventions

Case

Management

Strategies

• Did not solve problems

on Level 4

• Possible strategies include:

▪ Principal meeting with parents and/or

student

▪ Access request

▪ Meeting with careers advisor

▪ Meeting with school counsellor

▪ Formal disciplinary interview

▪ Behaviour management plan

Level 6

SUSPENSION

or alternative

behaviour

plan

• Failure to respond to the

requirements of Level 5

or (in some cases) Level

4

• Continued disobedience

or aggressive behaviour

• Student may be suspended

• Recorded on SENTRAL

• While on suspension, completion of

behaviour change program and class work

(amount of class work negotiated with

student depending on length of

suspension)

• Post Suspension Readmission Agreement

signed by parent, Deputy Principal and

student at suspension resolution meeting.

Includes scaling questions


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In special circumstances:

PINK

Truancy card

Repeated truancy noted by

truancy monitor

• Card is to be completed in all subjects for

five consecutive days. Card is monitored

by truancy monitor.

• Recorded on Sentral.

ORANGE

Lateness card

Repeated lateness noted by

lateness monitor

• Card is to be completed in all subjects for

five consecutive days. Card is monitored

by lateness monitor.

• Recorded on Sentral.


Staff Handbook

Page 36

Emergency Management Plan

The purpose of the emergency management plan is to ensure the health, safety and welfare of

all staff, students and others at the workplace in the event of an emergency. In terms of the scope of

the plan, the plan should address emergencies that can take place during activities away from the

workplace (e.g. excursions or sporting events). Note that each excursion and sporting event requires a

separate risk management process.

1.1 Overview of emergency management plan

Description of the workplace (e.g. location, if a split or single site, no of students and staff)

The high school has 517 students including 60 students in the Intensive English Centre (IEC) and 33

students in the Support Unit. The IEC students have limited English which can impact on

communication. The Support Unit comprises of classes for students with mild/moderate intellectual

disabilities and classes for students with autism. The high school is situated on Cabramatta Ave and

surrounded on three sides by ovals, open park or bush. There is no bus bay and there is a pedestrian

crossing at the front of the school. All students enter and leave the school by the gates at the front. The

school has two ovals that are located 60 metres from the main buildings. These are major assembly

areas during evacuations. The school has a full perimeter security fence with the main front section

being diplomat fencing. The school has about 74 staff including the Principal, two substantive Deputy

Principals and 59 classroom teachers.

The school hall operates as a venue for church gathering on Sunday mornings.


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Relationship with other plans (e.g. core rules, Chemical Safety in Schools, Local Government emergency plans)

The Emergency Management Plan specifically relates to the following plans:

• First Aid

• Cash Handling

• Induction

• Incident Management

This plan is subject to the actions and operations of emergency services on a larger scale in the event of

a large scale emergency impacting on the community e.g. evacuation in the event of chemical spill.

jj

Roles and responsibilities

Emergency control organisation (responsible for evacuation and emergency

response) Chief Warden

Name Position Contact phone numbers

Dr Ken Edge Principal Work: 9607 8669

Mobile: 0434230958

Home: 49448345 Deputy Chief Wardens


1. Mr John Brunton Deputy Principal Work: 9607 8669

2. Mr Jeffery Lovett Deputy Principal Work: 9607 8669

3. Mrs Romana Kolar Deputy Principal Work: 9607 8669

Block Wardens


All Head Teachers in their blocks.

There are four main blocks plus

portables.

Head Teachers 9607 8669

First Aid Officer


Ms Helen McMurray

Ms Diane Dickerson

SASS staff member

SASS staff member

9607 8669

9607 8669

Communications Officer


Ms Elizabeth Camilleri School Administration Manager 9607 8669


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Page 38


5.2.1.1 EMERGENCY EVACUATION PROCEDURES

ANNOUNCEMENT

“EVACUATION

PLEASE MAKE YOUR WAY TO THE SCHOOL

OVAL”

1. TEACHER ON CLASS

a) Instruct students to quickly pack bags. Teachers should be first out of the classroom and

should direct, and actively supervise, the movement of their class out of the buildings and onto

the back oval. If the back oval is not available, then the students will assemble in MILLER

PARK, adjacent to the High School.

b) Teacher Librarian to direct students in the Library to the school oval exit route.

c) Close windows and doors (DO NOT LOCK).

d) Ensure that NO students remain in the room.

e) On reaching the oval, collect and mark the roll if you have a roll class. If there are any students

absent that were present when the roll was marked in the morning, then their names must be

recorded on a blue absentee sheet. If there are no students absent in any roll class then a NIL

return should be recorded on an absentee sheet.

f) Absentee sheets should be given to a Deputy Principal (Deputy Chief Warden 2) to act upon.

2. TEACHERS OFF CLASS

a) Assist with movement of classes from blocks to oval.

b) Collect official roll from clerical assistant at the front assembly and actively supervise students.


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3. HEAD TEACHERS

a) Supervise movement of classes from blocks.

b) Check rooms and spaces to ensure that ALL personnel are out of the block.

c) Contact Deputy Principal (Deputy Chief Warden 1) or ‘Control Centre Co-ordinator’ to report

blocks clear.

OVAL Head Teacher HSIE assisting Deputy Principals

A BLOCK Upper Deputy Principal (Deputy Chief Warden 3)

Lower Deputy Principal (Deputy Chief Warden 2) main office area

B BLOCK Upper Head Teacher – Creative Arts

Lower Head Teacher – Industrial Arts

C BLOCK Canteen Head Teacher – PD/H/PE

Toilets Head Teacher – PD/H/PE

D BLOCK Upper Head Teacher – Mathematics

Lower Head Teacher – Science

E BLOCK Upper Head Teacher – English

Lower Head Teacher – ESL

PORTABLES Head Teacher – IEC

d) Actively supervise roll marking on the oval.

4. SWITCHBOARD

a) In the event of fire, telephone Fire Brigade, Police and Ambulance.

b) In the event of bomb scare refer to separate notes.

c) Place telephone on night-switch when leaving office.


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5. SCHOOL ADMINISTRATIVE & SUPPORT STAFF

a) Close windows and doors and assemble on oval at the front of the assembly. b) Collect official rolls, take to oval and distribute to roll patrons from the front of the assembly. c) Copies of ‘Absentee Sheets’ and ‘Signing Out Books’ wherever possible. d) Take First Aid Kit to oval. e) Collect Workman Book, Visitors Book, Toilet Book, Casual and Teacher sign-in to oval.

6. GENERAL ASSISTANT

a) UNLOCK GATES to allow access to ovals. b) Take P.A. system to the oval and set up roll class markers.

7. OVAL PROCEDURE

a) The class teacher checks class roll – notify variation to Deputy Principal (Deputy Chief Warden 2).

b) Direct students to the assembly area on the oval and supervise into roll groups. c) Collect official rolls from School Administration staff at the front of the assembly. d) Actively supervise students. Ensure they stay in line and are silent. e) Each Head Teacher will check the attendance of teachers in their faculty and notify the Deputy

Principal (Deputy Chief Warden 2).

8. PRINCIPAL (Chief Warden) & DEPUTY PRINCIPAL (Deputy Chief Warden 1)

a) Safely investigate area of emergency. b) Ensure the evacuation of all students and staff, as per procedures above. c) Principal to wait for the arrival of emergency services.

9. DEPUTY PRINCIPAL (Deputy Chief Warden 3)

a) LOCK FRONT GATES and allow EMERGENCY SERVICES access. b) After PRACTICE DRILL alert text sent to parents.


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5.2.2 LOCKDOWN WHOLE SCHOOL PROCEDURES

Intruder/threat identified

Principal initiates lockdown

Lockdown signal given:

ANNOUNCEMENT

“LOCKDOWN - ALL STUDENTS AND STAFF

REMAIN IN YOUR ROOMS AND AWAIT FURTHER

INSTRUCTIONS”

Classroom teachers initiate lockdown in classroom (see procedures below)

Staff in staff rooms, offices and canteen to lock doors and close curtains

Principal or delegate rings 000 police. Provide school details, details of threat/intruder and that

school has initiated lockdown

Deputy Principal (Deputy Chief Warden 3) and General Assistant to monitor front gate

General assistant to check that all other gates are locked

Deputy Principal (Deputy Chief Warden 3) and Head Teacher IEC monitor position of intruder

from a safe distance. Remain in contact with front office (two-way radios/mobile phone)

Principal liaises with police, Network Director, School Security Unit, Media Unit as required

When threat has ended end of lockdown is sounded:

SERIES OF SHORT BELLS REPEATED

Full school assembly – brief students on reasons for lockdown

Follow-up support for students including counselling as required


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LOCKDOWN PROCEDURES - CLASSROOM

Teacher brings any students outside (near classroom) into classroom.

Teacher locks classroom door, closes curtains.

Teacher instructs students to sit in an area out of sight from outside.

Teacher records names of students and other information on Student Reconciliation form.

Teacher supervises class until end of lockdown signal ensuring that students remain calm and

quiet. THE DOOR IS NOT OPENED UNTIL END OF LOCKDOWN SIGNAL IS GIVEN.

At end of lockdown signal teacher takes students to assembly.

LOCKDOWN PROCEDURES - OUTSIDE

Teachers with outside classes (such as PE) are to direct their students to an appropriate room in

the IEC

Students in D Black seats areas to move to the nearest classroom and report to the teacher. The

teacher will record students’ details on the Student Reconciliation form

Before moving to appropriate room teacher needs to monitor possibility and location of threat

Teacher brings any students outside (near classroom) into room

Teacher locks room door, closes curtains

Teacher instructs students to sit in an area out of sight from outside

Teacher records names of students and other information on Student Reconciliation form

Teacher supervises class until end of lockdown signal. THE DOOR IS NOT OPENED UNTIL END

OF LOCKDOWN SIGNAL IS GIVEN.

At end of lockdown signal teacher takes students to assembly


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LOCKDOWN PROCEDURES - PLAYGROUND

Lockdown signal is initiated

Teachers on playground duty direct students

• Before School – Period 1 classrooms

• Recess – Period 3 classrooms

• Lunch – Period 5 classrooms

• After School AND Tuesday Sport – School Hall

Teachers in staff rooms open classroom doors and remain in rooms

Head Teachers move to building entrances and direct students to classrooms

When all students are inside classrooms teachers should lock doors and close curtains

Teacher instructs students to sit in an area out of sight from outside

Teacher records names of students and other information on Student Reconciliation form

Teacher supervises class until end of lockdown signal ensuring that students remain calm and

quiet. THE DOOR IS NOT OPENED UNTIL END OF LOCKDOWN SIGNAL IS GIVEN.

At end of lockdown signal teacher takes students to assembly


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Staff Handbook

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Procedures for Working Alone

Rationale: The safety of staff, visitors and contractors is paramount when working within the school. There may be times when people are required to work alone during school hours as well as outside school hours. All efforts should be taken to ensure people are safe during such times. Examples of “working alone” include:

• working in an isolated area of the school on your own

• working early, before other staff have arrived

• working late, after other staff have left

• working in the school on weekends or during school holidays. The school will review these procedures periodically to ensure the content remains relevant and consistent with Work, Health & Safety (WHS) policies.

Responsibilities when working alone

Staff

• All staff should be mindful of their own safety and apparent risks when working alone or in isolation.

• Notify supervisor prior to undertaking any task that requires working in isolation or outside school hours. Is it necessary to undertake the work in isolation or outside hours?

• Gain permission from the principal to work later than 6.00pm on school days or at any time during weekends or school holidays. Note: The bell will sound at 5.45pm on school days as a reminder to vacate the school within 15 minutes.

• Adhere to health and safety procedures for the task undertaken and work location (eg use of chemicals, power tools, etc).

• Be familiar with communication devices available prior to working alone (eg location of nearest phone, emergency phone numbers readily available).

• Inform supervisor of any medical condition that may potentially create a risk if working alone.

• Ensure all safety precautions are taken while working alone (eg. securing buildings or work areas, notifying someone where and when you will be working, be prepared in case of emergency).

• Be aware of security systems, lock-up procedures and restricted areas within the school.

• Report any incidents which occur while working in isolation.

• Check holiday procedures information for changes in operations.


Staff Handbook

Page 49

Supervisors

• Discuss with the staff member the need for working alone or outside hours. Can the work be undertaken at another time?

• Ensure risk assessments are conducted and documented for site specific concerns in relation to working alone or in isolation.

• Ensure high risk areas are identified and are restrictions defined.

• Ensure the staff member, visitor or contractor has adequate knowledge and competency to undertake the work alone.

• Ensure the staff member, visitor or contractor has received appropriate instruction and training to operate equipment required to complete the task without direct supervision.

• Ensure visitors or contractors have signed in at the admin office prior to undertaking any work in the school.

• Be aware of scheduled and unscheduled work hours for all employees under their supervision.

• Ensure staff are aware of the increased risk of working alone, working late or working on weekends or school holidays.

• Provide prior approval for staff working alone or outside school hours. Document the approval and note the date and time the work will be undertaken.

• Ensure there is a means of communication in case of emergencies if the staff member is required to work alone (eg. mobile phone, phone access, walkie-talkie, relevant contact numbers).

• Ensure staff are familiar with geographic locations and aware of security systems, emergency management procedures, lock-up requirements and restrictive access issues.

• Maintain accurate records of employees’ movements and the need for any contact or assistance while working alone.

• Ensure any incidents are documented and investigated, and that corrective action is implemented and communicated to all concerned.

• Ensure all staff are aware of the procedures for working alone.

Reference:

• Working together to ensure safety when working alone (DEC intranet) https://detwww.det.nsw.edu.au/media/downloads/detoh_s/adminandmanage/ohands/safeworklearn/riskmanage/working_alone/responsibility.pdf

• Work, Health & Safety – Working Alone (DEC intranet) https://detwww.det.nsw.edu.au/adminandmanage/ohands/safeworklearn/riskmanage/working_alone/index.htm

• Work, Health & Safety – Working overtime or extended hours (DEC intranet) https://detwww.det.nsw.edu.au/media/downloads/detoh_s/adminandmanage/ohands/safeworklearn/riskmanage/overtime.pdf

https://detwww.det.nsw.edu.au/media/downloads/detoh_s/adminandmanage/ohands/safeworklearn/riskmanage/working_alone/responsibility.pdf

https://detwww.det.nsw.edu.au/media/downloads/detoh_s/adminandmanage/ohands/safeworklearn/riskmanage/working_alone/responsibility.pdf

https://detwww.det.nsw.edu.au/adminandmanage/ohands/safeworklearn/riskmanage/working_alone/index.htm

https://detwww.det.nsw.edu.au/adminandmanage/ohands/safeworklearn/riskmanage/working_alone/index.htm

https://detwww.det.nsw.edu.au/media/downloads/detoh_s/adminandmanage/ohands/safeworklearn/riskmanage/overtime.pdf

https://detwww.det.nsw.edu.au/media/downloads/detoh_s/adminandmanage/ohands/safeworklearn/riskmanage/overtime.pdf


Staff Handbook

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About INTENSIVE ENGLISH CENTRE (IEC)

IEC Head Teacher (HT): Dragana Stojanovic

Second-in-charge (2iC): Dubravka Petrovic; Welfare: Prudencio Patana

IEC Tel: (02) 9607 2751 IEC Fax: 9607 3160

IEC Website: www.milleriec.com

Academic Reports

Students at Miller IEC receive academic reports at the end of Term 2 and Term 4. These reports are

completed and issued via Sentral (an internet based software program). A reports’ planner is issued

by the HT and found on the IEC calendar. This sets out the time frame for the completion of each

stage of the reports. Some professional learning is provided to those staff unfamiliar with the process

prior to the commencement of reports’ completion. The reports’ issuing process requires each teacher

to spend time with each student individually to explain / provide feedback to the student about their

learning results, mainly in class time and when assessments are completed.

Assessments

Assessment is an important part in ascertaining the levels achieved by individual students and their

progress in the various KLAs that they study against the ESL Scales and the Outcomes as set out in

the IEP’s (Intensive English Program) Curriculum Framework. Assessments can be informal (e.g.

observations in class, checking of homework, checking of classwork completion) and formal (e.g.

diagnostic tests, subject tests, mini assignments/projects). The formal Assessment period, occurs each

term within the IEC, usually for a few weeks and consists primarily of tests/tasks conducted in the

classroom by the subject teacher. The results form just part of the writing up of the Semester Academic

Reports. A common Assessment template is used to reflect a uniform approach in the process. During

the formal Assessment period, Variations to Routine are kept to a minimum that is excursions etc so

the Assessment period has a “smooth” run.

Attendance via Sentral (marking class rolls, monitoring of attendance etc)

The HT as well as the Attendance Coordinator, Mr. George Touma are responsible for the

monitoring and the follow up of students with doctors’ certificates, Centrelink letters etc or with

unsatisfactory attendance. All relevant paperwork is filed by the Attendance Coordinator.

• Every teacher is required as a legal obligation to mark their class roll at the start of

every lesson on Sentral (within the first 10 minutes of class). If Sentral is not

operational at that time, then a paper class roll is to be marked and sent to the IEC

Office. This is to be followed up at the end of the day for the absences to be placed

on Sentral.

http://www.milleriec.com/


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• Early departures and late arrivals are overseen and recorded on Sentral by the Office staff and/or by the Attendance Coordinator. Any student who is late or departing early must be sent to the office.

• If there is a need for any student to be out of class at the start of a lesson, then it is the responsibility of that student to report to the timetabled teacher to ask for permission. Students may also be marked on School Business prior to the class in which case this will appear on Sentral.

• If this is period 1, the student must first report to the Attendance Coordinator at the IEC office. If a student is more than 5 minutes late to class, they must first report to the IEC office before attending class & receive a green pass.

• All late students require a green pass to attend their class.

2017, Term 3 LEVEL/CLASS structure:

FOUNDATION LEVEL 1

B1 B2 FJ FJ1 FI FS 1J 1J1 1J2 1I 1I1 1S

Certificates (Merit and Attendance)

The Merit certificates can be given out to students upon the teacher’s discretion but in

general these may be for:

• Sustained good classwork/homework.

• Recognition of continued excellent behaviour.

• Community service.

• Bronze, Silver and Gold certificates are recognised at Assembly time and

handed out to students in an official manner.

Please note it is expected that two Positive Incidents are recorded on Sentral prior to the

student receiving a Merit Certificate.

Certificate systems in IEC

6 Blue Merits 1 Excellence award

2 Excellence award 1 Bronze Award

3 Bronze Awards 1 Silver Award.

3 Silver Awards 1 Gold Award

LEVEL 2 LEVEL 3

2J 2I 2I1 2S 3J 3I 3S 3S1


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IEC Merit Award System

Class

Award

Class Award

Class Award

Class Award

Class Award

Class Award

Bronze

Award

Bronze

Award

Bronze

Award

Silver Award

Silver Award

Silver Award

1 bronze

1 silver

1 Excellence

Excellence

Award

Excellence

Award

Gold

Award

1 gold


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Page 53

A clearance is required of all students leaving the IEC via a coloured Student Clearance

form. Forms need to be returned to the IEC office by the due date. The process is as follows

• The SAM/SAO issues a form to the student clearing.

• The student seeks teachers to sign off & return IEC resources, if borrowed.

• The student needs to do a Library clearance – the Admin Staff (SAM/SAO) and the Reading Coordinator sign off. If a book is not returned, a $10 fee will apply.

• The student needs to go to the library for the Teacher-Librarian to sign off there.

• The student surrendered travel passes where required & the Admin Staff sign off.

• The Head Teacher or the 2iC signs the clearance form which is returned to the Office.

Counsellor Referrals & ways these are done IEC students have direct access to the School Counsellor through various avenues.

• Self-referral – this may be directly or through a teacher or support staff.

• At Faculty Meetings in the Student Matters section of the agenda.

• Class / group interventions.

• Followed up through specific focus programs e.g. graduating program.

• IEC staff may wish to refer students who are causing concern due to suspected

welfare, social, emotional, psychological or learning difficulties to the school

counsellor.

If the IEC staff wishes to refer a student to the school counsellor, they should also notify the

Head Teacher of this course of action. Counsellor referrals can be reported on Sentral.

Counsellor referral forms also need to be filled out and these can be found in the IEC Front

Office. These are not necessary for student self-referral, however if a student refers

themselves through a teacher, a referral can be entered on Sentral to provide extra

information.

The counsellor’s response to a referral may not be immediate, therefore if the referral is

urgent please indicate this on Sentral. In urgent cases, staff must notify HT and/or IEC

counsellor in person.

The counsellor will attempt to provide relevant feedback to IEC staff who refer students to the

counsellor. If there are confidentiality issues, these must be respected. The IEC counsellor is

also available to staff for classroom observation, consultation and joint focus program

presentations.


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Curriculum, Levels and KLA Coordinators

The IEC curriculum is based on the IEP (Intensive English Program) Curriculum Framework

and the English language ability of the students. The class structure is based essentially on

the IEP Levels, ie Foundation (beginners), Level 1 (pseudo-beginners and post beginners),

Level 2 (post beginners and intermediate) and Level 3 (post intermediate and advanced). The

ESL Scales are used to indicate where students are placed according to the Scales and EAL/D

continuum. The ESL Scales are placed on the IEC Graduation certificate at the conclusion of

the student’s stay at the IEC.

KLA Coordinators (English, HSIE, Maths, Science and IT) advise and assist staff with

curriculum issues and Scope and Sequence programming.

KLA coordinators may meet with the teachers delivering curriculum once or twice a term to

discuss and/or clarify issues pertaining to their area of responsibility. In addition, sometimes,

Level meetings are organised to discuss issues pertaining to that particular level.

Student movement is discussed around mid each term to plan classes for the subsequent term.

The basis of the student movement is generally the students’ attainment of outcomes of the

level they are currently at, the number of weeks they have had thus far at the IEC and best

post IEC pathways for particular students. Classes within the same levels may have some

streaming in them to allow for a more homogenous grouping of students and more appropriate

teaching strategies to deliver the curriculum.

The absolute maximum study at an IEC for a newly arrived student is 55 weeks (5 terms).

Classification of students into Regular and Special Needs Students

• REGULAR students: Students who are classified by the IEC as Regular have up to 35

weeks of study at the IEC (3 terms). They may stay another term upon submission of

an Extension Request to Equity and Multicultural Education (EME) and its approval.

Appeals may be submitted if the initial outcome of the request is declined.

• SPECIAL students: Students who are classified by the IEC as Specials have up to 45

weeks of study at the IEC (4 terms). They may stay another last & 5th term upon

submission of an Extension Request to Equity and Multicultural Education (EME) and

itsapproval. Appeals may be submitted if the initial outcome of the request is declined.

**Contact details of EME Leader: see IEC Head Teacher.


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Faculty Meetings

• Faculty meetings for the IEC occur every Wednesday between 3:00pm-4:30pm.

• The position of chair and minutes is rotated on a formalised roster and notified on

the agenda found on Sentral.

• Minutes are recorded and then typed up by the Minute Taker making them

available to all staff, clearly outlining decisions, personnel responsible for an action

and timeframes where appropriate. The typed minutes are stored on Sentral.

• When making faculty decisions, group consensus is acknowledged as the most

desirable outcome. In most cases, the majority decision will be accepted following

DoE guidelines. However, this understandably is not always possible in all cases. It

is important to note that some decisions may be made by the HT without any

faculty discussion.

Graduation Assemblies

• The IEC organises its Graduation/Exiter Assemblies usually on the Wednesday of the last week of each term toward the end of the day.

• The Graduation/Exiter Assembly takes place in the School Hall and is coordinated by a teacher who volunteers for this event for that term. Many staff are involved in the various aspects of this organisation. Student awards, certificates and performance items are showcased.

Interview of students between 12-18 years old upon ENROLMENT

• Students who are below 18 years are required to have their parent or caregiver

present. SLSO staff are allocated to the interview in order to help with interpreting and the administration of each interview. If no interpreting is available due to a minority language, the case worker of the new student may assist or TIS (Translating and Interpreting Services) may be contacted prior to assist on 131 450.

• At the interview, a profile is created and documented with the student’s educational and family background as well as other issues e.g. medical information, displacement due to war etc. The documentation is given to the Office.

• At the end of the interview, an English language and a Maths entry test of 20 minutes each are administered to ascertain level of ability in language and in numeracy to assist in level and class allocation.

Student Management Referrals

• Student Management issues need to be dealt with initially by classroom teachers and all attempts made to resolve them at that level. It is the responsibility of the teacher to do everything possible to resolve the issue before referring the matter to the HT via Sentral. The entering of student referrals on Sentral for the HT is at the discretion of each staff member (both support and teaching staff). Suspensions of students are dealt


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by the Jeffery Lovett (Deputy Principal) and procedures are followed as per DoE guidelines.

NB: In any situation where safety becomes an issue, the staff are to seek HT assistance immediately.

Subjects taught at MIEC

There is a wide curriculum offered at MIEC through many subjects in the various Levels. However, some Levels follow certain subjects that are only pertained to that Level due to the students’ language ability as predetermined by the IEC. The periods allocated to each subject are approved by the HT and carried through the timetabling process by the Timetabling Team.

The subjects are:

• English• Mathematics (streamed across Levels)

• HSIE (Human Society and its Environment)

• Science

• IT (Information Technology)

• Health

• Visual Arts

• Sports/PE (Physical Education)

• Reading

Support staff (SLSOs- School Learning Support Officers)

The role of the School Learning Support Officers (SLSOs) or Support staff is primarily based

on supporting the language needs of the students and teacher to facilitate effective teaching

and learning and support the resettlement of the students. This is their underpinning role. They

are to be booked for specific periods on Sentral.

They can be used for:

• Interpreting / translating from English to first language and reverse.

• Small group English workshops.

• 1 1 instruction.

• Interviews.

The SLSO’s role, however, is not one of class supervision or discipline; that is the teachers’

responsibility. Under the direction of the SAM, their role can also include administrative and

clerical tasks.

Because of the varied facets of their role, the following priority order exists:

1. Counsellor / Head Teacher interviews. 2. Classroom bookings to support teaching and learning will be organised through

individual teacher negotiation and co-ordinated by the School Administrative Manager (SAM) / School Administrative Officer (SAO) and supervised by the Head Teacher.

3. Administrative / clerical duties and preparation of teaching resource


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Term Calendar- routine of typical/indicative term actions

The following timeline of a Term is typical of the MAIN duties, actions and responsibilities

taken by the Head Teacher for the smooth running of the term within the IEC.

Week 1 Day 1 Welcome Back Assembly for students.

Monday Weekly Whole School Assembly.

Wednesday Weekly IEC Assembly.

Weekly Faculty meetings.

Week 2 Monday Fortnightly Whole Staff meeting.

Week 3 Thursday Student numbers submitted to Equity & Multicultural Education;

Variations to classes submitted if needed.

Student numbers may be submitted to the Principal upon his/her

request for general staffing purposes, usually in Term 1.

Week 4

Week 5

Week 6 All Week Initial predictions made for next term student numbers & classes. This

is done in accordance with classroom assessments.

Week 7 All week Predictions made for next term’s student numbers & classes.

Wednesday Faculty meeting to discuss proposed class movement.

Wednesday IEC Midterm 95% & Above attendance.

Thursday IECs HT & DPs Exec meeting in the City (All of IEP- Intensive English

Program) under the leadership of Equity & Multicultural Education.

Thursday Applications of Extension Requests Submitted to Equity & Multicultural

Education.

Week 8 Offers made to non-permanent staff for next term, teachers and

SLSO/Admin according to predicted staffing by the DoE.

Subject Preferences issued to teachers.

Timetable operation commences by the Timetable Team.

Transition Team meets; incoming & exiting students to the IEC are

discussed.

Wednesday Faculty meeting – follow-up class movement discussion & proposals.

Week 9 Timetabled operation continues by the Timetable Team.

Entry test are given to incoming students to the MIEC and exiter test.

Wednesday Finalisation of class movement discussion & proposals.

Week 10 Timetable operation is finalised by the Timetable Team.

Wednesday Graduation Team Assembly (second half of the day)

Thursday End-of-Term Assembly


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New Casual Teacher- Information about MIEC

Transition from the IEC to further study

The IEC has a Transition Policy that assists in the smooth transition of the graduating students

to the Miller Technology High School, to other High Schools, TAFE or other post-school

educational programs and pathways. The Transition Team meets usually twice a term to

commence and carry out the processes as outlined in its Policy.

Code of Conduct (Key points)

1. Punctuality: all staff is expected to be at school 30 minutes before their workday

starts, sign on, get a daily coversheet, collect blue roll call forms (located in a plastic sleeve opposite HT office) read the whiteboard notices and/or Sentral before going to class. Sometimes unscheduled faculty meetings are held at that time. Also, the Head Teacher needs to know all staff are present because of duty of care and quality learning.

2. Stay with your class. Do not leave students unsupervised. You have a duty of care over them. If students are late to class (any class during the day), they must make up the time lost during recess and lunch with the teacher who had the student.

3. Clothing: Appropriate clothing and Covered footwear must be worn in school. Refer to document attached in appendix.

Behavioural issues 1. No gum, no food, no drink in classrooms at any time during the day. Water is

allowed for both staff and students, if need be, in the classroom.

2. No ear pieces in view.

3. No hats, caps, beanies or bandannas worn in class.

4. All counsellor referrals are to be made on relevant forms available in Jane’s office with

notification to the HT.

5. All family contact or absent student contact is made by teachers and SLSO’s.

6. All new program initiatives or Variations to Routine are first discussed with the Head

Teacher.

7. All TPL requests are first discussed with the HT before any application is made.

8. The completion of all programs / registers and academic reports is mandatory.

9. Be diligent in all aspects of every duty you fulfil, including playground duty (modelling,

duty of care).


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Admin (Key points)

1. Day to day casual teachers’ sign in the Casuals Folder in the Miller Technology High School and in the Casuals Folder in the IEC office.

2. The IEC SAM (School Administration Manager) has the casual pay forms and other relevant paperwork which needs to be completed if it is the casuals first teaching day. The SAM can also answer any questions.

3. Please mark the blue paper rolls obtained from the Office for each class of the day. The forms need to be returned to the IEC office within the first ten minutes of each period. Please send roll call form with a student to the office.

4. Classrooms are to be left tidy after each lesson, with windows closed, fans/aircons/lights turned off and classroom doors locked at the end of each period. Projectors and computer consoles should also be turned off.


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Student Behaviour Management Policy – IEC


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Transition from IEC to High School Checklist

Pre-enrolment

NB Term 3 Students in IEC exiting into high school are part of the subject selection process

where applicable.


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Staff Handbook

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Staff Handbook

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Enrolment Checklist (Parents)

Pre-enrolment organisation


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Enrolment meeting


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Acknowledgements

Majd Abu Swireh

Zabeen Shah

Helena Vukic

Notes

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